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Informing
Providing information
about the overall purpose
of learning in the classroom
and about what learning
power consists of, and how
it grows.
Reminding
Drawing attention to and
prompting about specific
aspects of learning power
at regular intervals; keeping
the ideas fresh.
Discussing
Discussing how to develop
learning power and inviting
contributions to principles
and practices that will
inform classroom culture;
sharing the inquiry with
students.
Training
Directing ways to build
learning capacities through
specific tips and techniques;
inviting critical reflection,
and customising.
Nudging
Asking exploratory questions
that skilfully move learners
onwards in developing
themselves as learners. how
come?, what if?, how
else?
Replying
Providing written or spoken
feedback that encourages
further explorations in
learning.
Evaluating
Commenting on learning
and its outcomes in ways
that encourage students to
develop the habit of self-
evaluation and the creation
of targets.
Tracking
Capturing the progress each
student makes in developing
their learning power over
time.
Reacting
Responding to the
unexpected with curiosity
saying you dont know
and not feeling you have to
be the infallible fount of all
knowledge.
Learning aloud
Encouraging learners
willingness to explore and
tolerate uncertainty by
learning and thinking in
front of the class.
Demonstrating
Showing that your
learning includes diverse
activities such as drafting,
experimenting, sketching
and reflecting.
Sharing
Showing you value learning
and are confident in
yourself as a learner by
sharing your past and
present learning endeavours
with your learners.
Selecting
Choosing ways of working
and designing activities that
will encourage and enhance
both curriculum content
and learning power.
Framing
Clarifying the learning
power expectations behind
all classroom activities, in
collaboration with students.
Target setting
Helping learners set and
monitor their own targets
for improving their learning
power; using and improving
self-evaluation.
Arranging
Deploying the resources and
arranging the environment
in ways that support the
development of learning
power; making creative use
of space and time.
Explaining
You are overt about learning dispositions by
introducing learners directly and explicitly to
the four Rs of learning power, and training
students in how to use them.
Explaining is made up of. . .
Commentating
You commentate on your students learning
power through informal talk and formal or
informal evaluations. You draw attention to the
progress they have made, and to further action
that they could take to build learning capacities.
Commentating is made up of. . .
Modelling
Above all, you model being a learner. You
encourage a collective commitment to learning by
getting stuck, trying things out, making mistakes,
etc. in the same way as your students. The shared
experience is contagious.
Modelling is made up of. . .
Orchestrating
You orchestrate resources, the environment and
activities in order to develop learning dispositions.
Your schemes of work are written with the four Rs
in mind, and each learning activity is designed to
enhance one or more of the learning capacities.
Orchestrating is made up of. . .
| Extract from Building 101 Ways to Learning Power | Copyright
TLO Limited |
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Copyright TLO Limited 2010
All ri ghts reser ved.
No part of this document may be reprinted, reproduced,
transmitted, stored in an information retrieval system,
or otherwise utilised in any form, or by any electronic,
mechanical, or other means, now known or hereinafter
invented, including photocopying, scanning and
recording, without the written permission of TLO Limited.
40 Berkeley Square
Clifton
Bristol
BS8 1HU
Tel: 0117 937 8080
Fax: 0117 929 7003
E-mail: [email protected]
Professor Guy Claxton is programme consultant, and
chief inspiration, for TLOs Building Learning Power
programme.
